Objective　To explore the effect of MOOC in Tibetan medical physiology teaching. Methods　According to the different implementation of teaching mode

65 clinical undergraduate students of Batch 2017 in Medical College of Tibet University were randomly divided into MOOC teaching group (22 students)

MOOC PBL teaching group (21 students) and traditional teaching group (22 students). The test scores and teaching evaluation scores of the three groups were compared

and the teaching evaluation scores of MOOC team among the three teaching modes were compared. SPSS 25.0 was used for statistical analysis

and One-Way ANOVA was used to compare the three groups of data. Results　The scores of the main questions and the total scores of the classroom test from high to low were: MOOC PBL teaching group

MOOC teaching group and traditional teaching control group. Except for multiple-choice questions and fill-in-the-blank questions

the scores of other questions and total scores were all statistically significantly different (P<0.05). The scores of students on interest in learning

learning initiative

knowledge memory

classroom situation

learning efficiency and the total score of teaching evaluation ranked from high to low were: MOOC PBL teaching group

MOOC teaching group and traditional teaching group (P<0.05). In contrast

the scores of students on teaching interaction and classroom management in traditional teaching group were higher than those in MOOC PBL teaching group and MOOC teaching group (P<0.05). The scores of MOOC teaching team on saving time

saving materials

teaching efficiency

learning goal achievement

students' acceptance

improving learning interest

learning initiative and total score of teaching effect from high to low were: MOOC PBL teaching group

MOOC teaching group and traditional teaching group (P<0.05). Conclusion　The application of MOOC can improve the teaching effect and quality of the physiology teaching for medical students in Tibet.